Grade 2 Math Text Book

UNIT ONE
Addition and subtraction of whole numbers up to 100 1

Revision of whole numbers 1
Revision on addition subtraction of whole numbers up to 20 8
Addition and subtraction of one and two digit numbers without carrying and borrowing 10
Addition and subtraction of one and two digit numbers with carrying and borrowing 11
Addition and subtraction of two digit numbers without carrying and borrowing 12
Addition and subtraction of two digit numbers with carrying and borrowing 15
Word problems related to addition and subtraction of whole numbers 18
UNIT TWO
Multiplication and division of whole numbers up to 100 22
Multiplying by 0 and dividing by 1 25
Multipl ying and dividing by 2, 3, 4, 5, 6, 7, 8, and 9 32
UNIT THREE
Measurement 48
Length measurement in centimeter and meter 48
Addition and subtraction of length measurement 50
Volume measurement in liter 51
Addition and subtraction of volume measurement 52
Mass measurement in kilogram 53
Addition and subtraction of mass measurement 56
UNIT FOUR
Introduction to fraction 57
Revision on half and quarter 57
One third 59
Fraction of one full object 59
UNIT FIVE
Whole numbers up to 1,000 63
Multiples of 100 63
Whole numbers from 101 – 1000 64
Whole numbers up to 1000 and their place value 66
Order of whole numbers up to 1,000 70
UNIT SIX
Points, lines and shapes 75
Line-Segment, Ray and Line 76
Two Dimensional Shapes 78
Three-Dimensional Figures 79
UNIT SEVEN
Money 87
Relationship between Ethiopian cents 88
Relation between birr and cents 91
Marketing 92
UNIT EIGHT
Time 94
Telling time by halves and quarters 94
Hour and minute 97
UNIT NINE
Data handling and pattern 99
Gathering simple data (Pictograph) 99
A simple pattern of numbers and shapes 101
Patterns in Numbers 104
Geometrical Design and Models 108
UNIT ONE
UNIT ONE
Addition and subtraction of whole numbers up to 100
Revision of whole numbers
Page | 1 Activity
First we need to count the objects and then write the numbers
in the box.
MATHEMATICS REFERENCE BOOK FOR GRADE TWO.

UNIT ONE
Whole numbers
Whole numbers: A number line starting from 0 (Zero) and marked 1, 2, 3, 4, 5, 6, 7, 8, …… at equal
distances on the right hand side of 0 is called a number line representing whole numbers.
Thus, a whole number on a number line is of the form as shown below:

Page | 2
Note:
The arrow-head on the right-side shows that the whole numbers continue up to infinity

UNIT ONE
Even and Odd Whole Numbers from 1 to 9
Even Whole numbers from 1 to 9
An even number is a number that can be divided into two

equal groups.
Page | 3
Example: -
0, 2, 4, 6, and 8 are even numbers
Because, 8 ÷ 2 = 4 so, 8 is an even number
6 ÷ 2 = 3 so, 6 is an even number
Odd Whole Numbers from 1 to 9
An odd number is a number that cannot be divided into two equal groups.
Examples: -
1, 3, 5, 7, and 9
Because, all the above numbers cannot be divided into two equal parts.
Even and Odd Whole Numbers
- Even numbers end in 2, 4, 6, 8 and 0 regardless of how many digits they have.
Example: - 562 is even number because 2 is even number.
780 is even number because 0 is even number.
- Even numbers end in 1, 3, 5, 7, 9 regardless of how many digits they have.
Example: - 123 is odd number because 3 is odd number.
87 is odd number because 7 is odd number.

UNIT ONE
Exercise: -
Complete the skip counting series by 2s:
(i) 0, 2, 4, ____, ____, ____, ____, ____.
Page | 4 (ii) 68, 70, ____, ____, ____, ____, 80, ____.
(iii) 18, ____, ____, ____, ____, 28, ____, ____.
(iv) ____, ____, ____, ____, 92, ____, ____, 98.
(v) ____, ____, ____, ____, 20, 22, ____, 26.
(vi) 76, 78, ____, ____, ____, 86, ____, ____.
(vii) 24, ____, ____, ____, ____, 34, 36, ____.
(viii) 28, 30, ____, ____, ____, ____, ____, 42.
(ix) ____, ____, 34, 36, ____, ____, ____, 44.
(x) ____, ____, ____, ____, 44, 46, ____, 50.
II. Complete the skip counting series by 4s:
(i) 8, 12, 16, ____, ____, ____, ____, ____.
(ii) 72, 76, ____, ____, ____, ____, 96, ____.
(iii) 32, ____, ____, ____, ____, 52, ____, ____.
(iv) ____, ____, ____, ____, 36, ____, ____, 48.
(v) ____, ____, ____, ____, 88, 92, ____, 100.
(vi) 52, 56, ____, ____, ____, 72, ____, ____.
(vii) 36, ____, ____, ____, ____, 56, 60, ____.
(viii) 24, 28, ____, ____, ____, ____, ____, 52.
(ix) ____, ____, 16, 20, ____, ____, ____, 36.
(x) ____, ____, ____, ____, 68, 72, ____, 80.
Tick (✔️ ) the even numbers and cross ( ❌) the odd numbers:
Number Odd Even

461
312
54

UNIT ONE
Properties of Whole Numbers
The properties of whole numbers are as follows:
- The number 0 is the first and the smallest whole numbers.

- All natural numbers along with zero are called whole numbers.
Page | 5
- There is no last or greatest whole number.
- There is no largest whole number since they are infinite.
- There is infinitely many or uncountable number of whole numbers.
- All natural numbers are whole numbers.
- Each number is 1 more than its previous number.
- All whole numbers are not natural numbers.
For example: 0 is a whole number but it is not a natural number.
The Number Zero
- The number zero is not regarded as natural number.

- To understand the concept of zero, let us consider the following example:
Suppose we have to distribute 8 pencils equally among three children. After distributing 2 pencils to
each child, we are left with 2 pencils. Whereas if we have to distribute 6 pencils equally among 3
children, we are left with no pencils or zero pencils as
remainder.
Thus, zero pencils mean absence of pencils or simply

no pencils. We represent the number by the symbol 0.
Thus, 0 represents the absence of item being referred
to or nothingness or emptiness.
Successor and Predecessor
Definition of Successor:
The number which comes immediately after a particular number is called its successor.
Number + 1 = Successor
Definition of Predecessor:
The number which comes just before a particular number is called its predecessor.
Number + 1 = Predecessor
Example: -
Predecessor Number Successor

45 46 47
88 89 90
100 101 102

UNIT ONE
Place value
- Place value is the value of each digit in a number.

- Place value is the value of a digit according to its position in the number such as ones, tens,
hundreds, and so on.
Page | 6
Example: -
5 written in one’s place stand for 5
5 written in ten’s place stand for 50 (5 tens)
5 written in hundred’s place stand for 500 (5 hundreds)
6 written in one’s place stand for 6
6 written in ten’s place stand for 60 (6 tens)
6 written in hundred’s place stand for 600 (6 hundreds)
Example: -
Numeral Hundreds place Tens place Ones place How to read
751 7 5 1 Seven hundred fifty one
350 3 5 0 Three hundred fifty
657 6 5 7 Six hundred fifty seven
54 - or 0 5 4 Fifty four
138 1 3 8 One hundred thirty eight
9 - or 0 - or 0 9 nine

UNIT ONE
1. Count and write the number of hundreds, tens and ones. One has done for you.
Page | 7 2 hundreds
20 tens
200 ones
___ hundreds
___ tens
___ ones
___ hundreds
___ tens
___ ones
___ hundreds
___ tens
___ ones

UNIT ONE
Write the place value of 5 in each of the following numbers.
1) 456 2) 85 3) 589 4) 150
__________ __________ __________ __________
Page | 8 Revision on addition subtraction of whole numbers up to 20

Addition
The addition is taking two or more numbers and adding them together, that is, it is the total sum of 2 or
more numbers.
Example:
How many apples are there in all?
There are 7 apples in one basket and 4 apples in the other. So, we add 7 and 4 to find the total number
of apples.
To add 7 and 4, we can count forward 4 steps from 7
The symbol used to indicate Addition is + (plus symbol).
So, 7 and 4 can be written as 7 + 4

UNIT ONE
The numbers that are added are called addends and the answer to addition is called the sum. In an
addition sentence, the addends are added to get the sum.
Page | 9
Addition of small numbers can be done using your fingers too.
Examples:
Representation of Whole Numbers on Number Line
Numbers on a line is called the representation of whole numbers on number line.
The number line also helps us to compare two whole numbers, i.e., to decide which of the two given
whole numbers is greater or smaller.
In order to represent whole numbers on a number line, we draw a straight line and mark a point O on it.
Starting from O, mark points A, B, C, D, E, F, G, H, etc. on the line at equal distances to the right of O.
Label the point O as 0.
Let us take OA = 1 unit. Then, AB = BC = CD = DE = 1 unit.
Now,
OB = OA + AB = (1 + 1) units = 2 units,

UNIT ONE
OC = OB + BC = (2 + 1) units = 3 units,
OD= OC + CD = (3 + 1) units = 4 units and so on.
Since O corresponds to the whole number 0, therefore, A, B, C, D, etc. correspond to the whole numbers
Page | 10 1, 2, 3, 4, etc. respectively.
The arrow marks on both ends of the line indicate that the number line extends indefinitely on both
sides.
Addition and subtraction of one and two digit numbers without carrying and borrowing
How to add one and two digit numbers without carrying?
Let’s follow the steps and start learning adding 1-digit numbers without carrying with the help of an
example.
Example: -
1) 41 + 6
a. Arrange the numbers vertically as follows.

And draw a line under the bottom number.
4 1
+ 6
b. Add first the ones' place digits. (1 + 6 = 7)

4 1
+ 6
7
c. The answer of 41 + 6 = 7
2) 12 + 5

1 2
+ 5
b. Add first the ones' place digits. (2 + 5 = 7)

1 2
+ 5
7
c. The answer of 12 + 5 = 17
Note: - numbers or terms added together to form the sum

UNIT ONE
Exercise: - Find the sum of the following numbers
1) 23 + 3 2) 78 + 1 3) 52+ 6 4) 42 + 5 5) 20 + 9 6) 85 + 3
_______ _______ _______ _______ _______ _______
Page | 11 How to subtract one and two digit numbers without borrowing?
Let’s follow the steps and start learning subtracting 1-digit numbers without borrowing with the help of
an example.
Example: -
1) 48 – 5

4 8
- 5
b. Subtract the ones' place digits. (8 – 5 = 3)

4 8
- 5
3
c. The answer of 48 – 5 = 3
2) 72 – 2

7 2
- 2
b. Subtract the ones' place digits. (2 – 2 = 0)
7 2
- 2
0
c. The answer of 72 – 2 = 70
Note: - In subtraction minuend is the first number from which a value is subtracted or lessened.
- The number which we subtract from another number in a subtraction sentence is called a subtrahend.

UNIT ONE
- Difference is the result of subtraction.
Exercise: - Find the difference for

following numbers.
Page | 12
1) 23 + 3 2) 78 + 1 3) 52+ 4
_______ _______ _______
42 + 5 5) 20 + 9 6) 85 + 3
_______ _______ _______
Addition and subtraction of two digit numbers without carrying and borrowing
How to add two two-digit numbers without carrying?
Let’s follow the steps and start learning adding 2-digit numbers without regrouping with the help of an
example.
1. 26 + 41
(i) Arrange the numbers vertically so that the tens' place digits and ones' place digits are lined up which
means in simple one number should be written above the other number.
Draw a line under the bottom number.
(ii) Add first the ones' place digits. (6 + 1 = 7).
(iii) Then add the tens' place digits. (2 + 4 = 6)
(iv) The answer of 26 + 41 = 67.

UNIT ONE
Follow the steps of another example of adding 2-digit numbers.
2. 53 + 32
(i) Arrange the numbers vertically so that the tens' place digits and ones' place digits are lined up which
means in simple one number should be written above the other number. Draw a line under the bottom
Page | 13
number.
(ii) Add first the ones' place digits. (3 + 2 = 5).
(iv) The answer of 53 + 32 = 85.
How to solve subtraction without borrowing?
Consider the following examples on subtraction without decomposition (2-digit number from 2-digit
number). Step-by-step we will learn subtracting two numbers without borrowing.
1. Subtract 15 from 69.
(i) Arrange the two numbers, one number should be written above the other number as shown.
69
-15

UNIT ONE
(ii) When subtracting one number from the other number, we start counting the units or ones place in
the right side column and then move on to the tens place in the left side column. In each column the top
number is bigger than the bottom number; we subtract the bottom number from the top number and
write the result below. In this sum, we can subtract 5 from 9 in the units place column (9 – 5 = 4) to get 4
as shown.
Page | 14
69
-15
(iii) Now we move along to the tens column to subtract the ten’s place numbers and subtract 1 from 6 to
get 5 as shown.
69
-15
54
(iv) The difference of 69 – 15 = 54
(i) Arrange the two numbers, one number should be written above the other number as shown.
56
-25
(ii) When subtracting one number from the other number, we start counting the units or ones place in
the right side column and then move on to the tens place in the left side column. In each column the top
number is bigger than the bottom number; we subtract the bottom number from the top number and
write the result below. In this sum, we can subtract 5 from 6 in the units place column (6 – 5 = 1) to get 1
as shown.
56
-25

UNIT ONE
(iii) Now we move along to the tens column to subtract the ten’s place numbers and subtract 2 from 5 to
get 3 as shown.
56
-25
Page | 15
31
(iv) The difference of 56 - 25 = 31
Addition and subtraction of two digit numbers with carrying and borrowing
2-Digit Addition with Carry Over
When we add two or more numbers, we add digits of one’s place, ten’s place etc. If the sum of digits of
one’s place is more than 9, it contains the number having tens and ones, as 8 + 5 = 13 = 10 + 3, i.e., one
ten and 3 ones. This one ten is carried over to the digit or digits in the ten’s place.
Solved examples 2-digit addition with carry-over are given in the following:
1. Add 59 and 37.
Solution:
Tens Ones (i) Digits at one’s place are added first i.e. 9 + 7 = 16 =
1
1 ten and 6 ones
5 9
(ii) 1 (one) ten is carried over to ten’s side.
+ 3 7
(iii) Now digits at tens place are added i.e., 5 + 3 = 8
9 6
tens.
To this sum i.e., 8, the carried over 1 ten is also added.
Thus, 8 tens + 1 ten = 9 tens.

Therefore, sum of 59 and 37 = 96
(iv) Therefore, sum is 9 tens and 6 ones, i.e., 96.

UNIT ONE
2. Add 65 and 47.
Solution:
Tens Ones (i) Digits at one’s place are added first i.e. 5 + 7 = 12 =
1
1 ten and 2 ones
Page | 16 6 5
(ii) 1 (one) ten is carried over to ten’s side.
+ 4 7
(iii) Now digits at tens place are added i.e., 6 + 4 = 10
11 2
tens.
To this sum i.e., 10, the carried over 1 ten is also

Therefore, sum of 65 and 47 = 112 added.
Thus, 10 tens + 1 ten = 11 tens.
(iv) Therefore, sum is 11 tens and 2 ones, i.e., 112.
Subtracting 2-digit Numbers with Borrowing
Here we will learn subtracting 2-digit numbers with borrowing. The subtractions with borrowing are
solved step-by-step in four different ways.
Worked-out examples on subtracting 2-digit numbers with borrowing:
Solution:
T O
1 5
- 9
Since, 5 < 9, so 9 cannot be subtracted from 5. So, 1 ten, i.e., 10 ones is borrowed from the digit 1 of
tens place. Now one ten, i.e., 10 ones are added to 5 ones to make it 15 ones. Now 15 ones – 9 ones = 6
ones.
Therefore, 15 – 9 = 6
2. Subtract 37 from 65

UNIT ONE
Solution:
The numbers are placed in column form, with the smaller number 37 written under the greater number
65.
T O
Page | 17
1 T → 10
6 5
- 3 7
2 8
(i) first ones are subtracted as 5 < 7 or 7 > 5. So, 7 cannot be subtracted from 5.
(ii) Now 1 ten is borrowed from 6 tens leaving 5 tens there.
(iii) 1 ten = 10 ones. So, 10 ones are added to 5 ones making the sum 15 ones
(iv) 7 ones are subtracted from 15 ones i.e., 15 ones – 7 ones = 8 ones. This 8 is written in one’s column.
(v) Now tens are subtracted. At ten’s place there are 5 tens left. So 5 tens – 3 tens = 2 tens. So, 2 is
written in ten’s column.
(vi) Therefore, 65 – 37 = 28.
Solution:
The smaller number 28 is written under greater number 83 in column form and ones are subtracted
first, then the tens.
T O
1 T → 10
8 3
- 2 8
5 5
(i) 3 < 8, so 1 ten, i.e., 10 ones are borrowed from 8 tens with 7tens remaining there.
(ii) Now, 1 ten + 3 = 10 + 3 = 13 ones. So, 13 ones – 8 ones = 5 ones.
(iii) 7 tens – 2 tens = 5 tens.
Therefore, 83 – 28 = 55

UNIT ONE
Solution:
The smaller number 69 is written under greater number 92 in column form and ones are subtracted
first, then the tens.
Page | 18
T O
1 T → 10
9 2
- 6 9
2 3
(i) 10 + 2 = 12; 12 O – 9 O = 3 O
(ii) 8 T – 6 T = 2 T
Therefore, 92 – 69 = 23
Word problems related to addition and subtraction of whole numbers
Problem Solving on Addition
Problem solving on addition will help us to get the idea on how to solve the basic addition statement
problems.
1. Three boys were playing cricket. Two more boys came along and played cricket with them. How many
boys altogether were playing cricket?
Number of boys were playing cricket = 3
Number of boys came along and played cricket with them = 2
Therefore, total number of boys were playing cricket = 3 + 2 = 5
2. Jemal had 5 stamps. Mother gave him 4 more. How many stamps in all did Harry have?
Number of stamps Harry had = 5
Number of stamps his mother gave him = 4
Therefore, total number of stamps he have = 5 + 4 = 9
3. Samiya had 6 stamps. Father gave her 2 stamps. How many stamps does Rachael have now?
Number of stamps Rachael had = 6
Number of stamps her father gave her = 4
Therefore, total number of stamps she have now = 6 + 4 = 10

UNIT ONE
4. In a classroom, there were 2 brown tables, 1 red table and 3 green tables. How many tables were
there altogether?
Number of brown tables = 2
Number of red table = 1

Page | 19
Number of green tables = 3
Therefore, total number of tables in a classroom = 2 + 1 + 3 = 6
5. Dawit spent 5 birr for a pen, 3 birr for a color box, 2 birr for a pencil box. How much did he spend
altogether?
Amount of money Dawit spent for a pen = $5
Amount of money he spent for a color box = $3
Amount of money he spent for a pencil box = $2
Therefore, total amount of money he spend altogether = $5 + $3 + $2 = 10
6. There were 6 yellow hats, 2 red hats and 6 blue hats. How many hats were there?
Number of yellow hats = 6
Number of red hats = 2
Number of blue hats = 6
Therefore, total number of hats were there = 6 + 2 + 6 = 14
7. Alex had 4 books on cars, 5 on airplanes and 7 on boats. How many books did he have in all?
Number of books on cars Alex had = 4
Number of books on airplanes = 5
Number of books on boats = 7
Therefore, total number of books he have in all = 4 + 5 + 7 = 16

UNIT ONE
More examples on statement problem solving on addition:
8. In a game Mary had the best score. She made 8 in her first turn, 6 in her second and 5 in her third.
What was her total score?
Number of score Mary had in her first turn = 8

Page | 20
Number of score in her second turn = 5
Number of score in her third turn = 7
Therefore, total number of score Mary had in a game = 8 + 5 + 7 = 20
9. Sarah had 25 cards. She got 7 cards more. How many cards did she have then?
Number of cards Sarah had = 25
Number of cards she got more = 7
Therefore, total number of cards she have then = 25 + 7 = 32
10. A farmer had 45 sheep before he bought 25 more. How many sheep did he have then?
Number of sheep a farmer had = 45
Number of sheep he bought more = 25
Therefore, total number of sheep he have then = 45 + 25 = 70
Problem Solving on Subtraction
Problem solving on subtraction will help us to get the idea on how to solve the basic subtraction
statement problems.
1. Eight birds sat on a wire. Three birds flew away. How many were left?
Total number of birds sat on a wire = 8
Number of birds flew away = 3
Therefore, number of birds left = 8 - 3 = 5
2. Sam had 7 birr. He spent 4 birr. How many birr is he left with?
Total amount of money Sam had = 7 birr
He spent = 4 birr
Therefore, amount of money left with him = 7 - 4 = 3 birr

UNIT ONE
3. Five boats were tied up. Four of the boats sailed away. How many were left?
Total number of boats tied up = 5
Number of boats sailed away = 4
Page | 21 Therefore, number of boats were left = 5 - 4 = 1
4. Jemal had 10 stamps. His father took 2 stamps. How many stamps does Jemal have now?
Total number of stamps Jemal had = 10
Number of stamps his father took = 2
Therefore, number of stamps he have now = 10 - 2 = 8
5. Dina had 18 toffees. She gave 5 toffees to her friend. How many toffees left with her?
Total number of toffees Dina had = 18
Number of toffees she gave to her friend = 5
Therefore, number of toffees left = 18 - 5 = 13
More examples on statement problem solving on subtraction:
6. Mr. Daniel had 39 goats in a pasture. When he opened the pasture gate, 13 goats went out. How
many goats remained in?
Total number of goats in a pasture Mr. Daniel had = 39
Number of goats went out = 13
Therefore, number of goats remained in = 39 - 13 = 26
7. Mulatu’s father is 47 years old. His mother is 35 years old. What is the difference of their ages?
Age of Mulatu’s father = 47 years
Age of his mother = 35 years
Therefore, difference of their ages = 47 - 35 = 12 years

UNIT TWO
UNIT TWO
Multiplication and division of whole numbers up to 100
Multiplication
Page | 22 Multiplication is the process of adding a number to itself at a certain number of times.
Example: -
In the following figure there are two tomatoes in each three different boxes.
We can name them as
If we count them together we will have a total of 6 as shown below

UNIT TWO
This can also be written in a product form as follows
Page | 23
PARTS OF MULTIPLICATION
 A multiplicand is a number multiplied by another number.
 A multiplier (factor) is a number with which to multiply.
 Product is a result of multiplying.
Division
Division is a method of distributing a group of things into equal parts.
Example: - Ahmed wants to distribute six of his tomatoes to his best friends Sami, Aisha and Almaz as
shown below

UNIT TWO
But if he gives them two for each of his friends they will have them amount.
Page | 24
Therefore, this can be written in a division form as follows.
PARTS OF DIVISION
There are three main parts to a division problem: the dividend, the divisor, and the quotient.
- The dividend is the number that will be divided.

- The divisor is the number of “people” that the number is being divided among.
- The quotient is the answer.

UNIT TWO
MULTIPLYING AND DIVIDING BY 0
Multiplying ‘0’
Repeated addition by 0 means the multiplication table of 0.
Page | 25 (i) When 4 fruit-baskets of zero fruits each.

By repeated addition we can show 0 + 0 + 0 + 0 = 0
Thus, zero added with any number of 0’s is always a zero.
Then, zero 4 times or 4 zero’s
4 × 0 = 0,
Thus, 0 multiplied by any number is always zero
Therefore, there are 0 fruits.
(ii) When 7 packs each having zero crayons.
By repeated addition we can show 0 + 0 + 0 + 0 + 0 + 0 + 0 = 0
Then, zero 7 times or 7 zero’s

In conclusion:
7 × 0 = 0,
- The product of any number and 0 is ZERO.
Therefore, there are 0 crayons.
Example: -
X0 Product
0x0 0
1x0 0
2x0 0
3x0 0
4x0 0
5x0 0
6x0 0
7x0 0
8x0 0
9x0 0
10 x 0 0
11 x 0 0
12 x 0 0

UNIT TWO
Now we will learn how to do forward counting and backward counting by 0’s.
Forward counting by 0’s: 0, since 0 added to 0 is always a zero.
Backward counting by 0’s: 0, since 0 subtracted from 0 is always a zero.
Page | 26 Dividing by ‘0’

Now, let us try dividing the 12 chocolates among zero people, how much does each person get?
Does that question even make sense? No, of course it doesn't.
We can't share among zero people, and we can't divide by 0.
Another Good Reason
After dividing, can we multiply to get back again?
But multiplying by 0 gives 0, so that won't work.
Once again, dividing by zero gives us difficulties!

In conclusion:
MULTIPLYING AND DIVIDING BY ‘1’ When we try to divide by zero, things stop making
sense
Multiplying 1
Repeated addition by 1’s means the multiplication table of 1.
(i) When 3 candle-stand having 1 candle each.
By repeated addition we can show 1 + 1 + 1 = 3
Then, one 3 times or 3 one’s
3×1=3
Therefore, there are 3 candles.
(ii) When 8 groups having 1 lollipop each.
By repeated addition we can show 1 + 1 + 1 + 1 + 1 + 1 + 1 + 1 = 8
Then, one 8 times or 8 one’s
8×1=8
Therefore, there are 8 lollipops.

UNIT TWO
We will learn how to use the number line for counting the multiplication table of 1.
Page | 27
(i) Start at 0. Hop 1, five times. Stop at 5.
5 one’s are 5 5×1=5
(ii) Start at 0. Hop 1, nine times.
Stop at ____. Thus, it will be 9
9 one’s are 9 9×1=9
(iii) Start at 0. Hop 1, eleven times.
11 one’s are 253 11 × 1 = 11
Example: - Multiples of 1
X1 Product
0x1 1
1x1 1
2x1 1
3x1 1
4x1 1
5x1 1
6x1 1
7x1 1
8x1 1
9x1 1
10 x 1 1
11 x 1 1
12 x 1 1
In conclusion:
The product of any number and 1 is the number itself.

sense

UNIT TWO
Dividing by 1
- Any number divided by 1 is the number itself
Important properties
Page | 28
Property 1: Property II:
When a non-zero number is divided by
When a number is divided by 1, the itself, the quotient is 1.
quotient is the number itself. (i) 7 ÷ 7 = 1,
(ii) 9 ÷ 9 = 1,
(i) 7 ÷ 1 = 7,
(iii) 5 ÷ 5 = 1, etc.
(ii) 9 ÷ 1 = 9, (iv) 3 ÷ 3 = 1,
(v) 1 ÷ 1 = 1,
(iii) 5 ÷ 1 = 5, (vi) 19 ÷ 19 = 1, etc.
(iv) 11 ÷ 1 = 11,
(v) 15 ÷ 1 = 15,
(vi) 21 ÷ 1 = 21, etc.
Property III: Property IV:

Dividing any number by 0 (zero) is
meaningless. When 0 (zero) is divided by any non-
(i) 8/0 = meaningless zero, the quotient is zero.
As, 8 – 0 = 8, 8 – 0 = 8, 8 – 0 = 8 ……..
As, any number × 0 = 0 so, 0 ÷ any
the process has no end.
number = 0
(ii) 17/0 = meaningless
As, 17 – 0 = 17, 17 – 0 = 17, 17 – 0 = (i) 2 × 0 = 0 gives 0 ÷ 2 = 0,
17 …….. the process has no end.
(iii) 11/0 = meaningless (ii) 5 × 0 = 0 gives 0 ÷ 5 = 0,
As, 11 – 0 = 11, 11 – 0 = 11, 11 – 0 =
(iii) 7 × 0 = 0 gives 0 ÷ 7 = 0,
11 …….. the process has no end.
(iv) 11 × 0 = 0 gives 0 ÷ 11 = 0,
(v) 16 × 0 = 0 gives 0 ÷ 16 = 0,
etc.
Therefore, to find the quotient using division property it’s important to know the properties for solving
division when the; divisor is 1, divisor is same as dividend, divisor is 0 and dividend is 0.

UNIT TWO
MULTIPLYING AND DIVIDING BY ‘2’
Multiplying ‘2’
Page | 29 (i) When there are 5 bunches of 2 apples in each bunch.
By repeated addition we can show 2 + 2 + 2 + 2 + 2 = 10
Then, two 5 times or 5 tows
5 × 2 = 10
Therefore, there are 10 apples.
(ii) When there are 9 packets of 2 chocolates in each packet.
By repeated addition we can show 2 + 2 + 2 + 2 + 2 + 2 + 2 + 2 + 2 = 18
Then, two 9 times or 9 tows
9 × 2 = 18
Therefore, there are 18 chocolates.
(i) Start at 0. Hop 2, three times. Stop at 6.
3 twos are 6 3×2=6
(ii) Start at 0. Hop 2, four times.
4 twos are 8 4×2=8
(iii) Start at 0. Hop 2 nine times.

UNIT TWO
9 twos are 18 9 × 2 = 18
Page | 30
Multiples of 2
X2 Product
0x2 0
1x2 2
2x2 4
3x2 6
4x2 8
5x2 10
6x2 11
7x2 12
8x2 14
9x2 16
10 x 2 18
11 x 2 20
12 x 2 22

UNIT TWO
Forward counting by 2’s: 0, 2, 4, 6, 8, 10, 12, 14, 16, 18, 20, 22, 24, 26, 28, 30, 32, 34, 36, 38, 40, 42, 44,
46, 48, 50, ……
Backward counting by 2’s: ……, 50, 48, 46, 44, 42, 40, 38, 36, 34, 32, 30, 28, 26, 24, 22, 20, 18, 16, 14, 12,
10, 8, 6, 4, 2, 0.
Page | 31
DIVIDING BY ‘2’
Example: -
÷2 Quotient
0÷2 0
2÷2 1
4÷2 2
6÷2 3
8÷2 4
10 ÷ 2 5
12 ÷ 2 6
14 ÷ 2 7
16 ÷ 2 8
18 ÷ 2 9
20 ÷ 2 10
22 ÷ 2 11
24 ÷ 2 12
Exercise: -
Find each product.
8 5 9 1 7 0
×2 ×2 ×2 ×2 ×2 ×2

UNIT TWO
Multiplying by 3
Page | 32 (i) When 4 groups having three starfish each.
Then, three 4 times or 4 threes
4 × 3 = 12
Therefore, there are 12 starfish.
(ii) When there are 8 boxes which contain three pencils in each box.
By repeated addition we can show 3 + 3 + 3 + 3 + 3 + 3 + 3 + 3 = 24
Then, three 8 times or 8 threes
8 × 3 = 24
Therefore, there are 24 pencils.
(i) Start at 0. Hop 3, two times. Stop at 6.
2 threes are 6 2×3=6
(ii) Start at 0. Hop 3, six times.
6 threes are 18 6 × 3 = 18
11 threes are 33 11 × 3 = 33

UNIT TWO
Multiples of 3
X3 Product
0x3 0
1x3 3
Page | 33 2x3 6
3x3 9
4x3 12
5x3 15
6x3 18
7x3 21
8x3 24
9x3 27
10 x 3 30
11 x 3 33
12 x 3 36
Forward counting by 3’s: 0, 3, 6, 9, 12, 15, 18, 21, 24, 27, 30, 33, 36, 39, 42, 45, 48, 51, 54, 57, 60, 63, 66,
69, 72, 75, ……
Backward counting by 3’s: ……, 75, 72, 69, 66, 63, 60, 57, 54, 51, 48, 45, 42, 39, 36, 33, 30, 27, 24, 21, 18,
15, 12, 9, 6, 3, 0.
Dividing by 3
÷3 Quotient
0÷3 0
3÷3 1
6÷3 2
9÷3 3
12 ÷ 3 4
15 ÷ 3 5
18 ÷ 3 6
21 ÷ 3 7
24 ÷ 3 8
27 ÷ 3 9
30 ÷ 3 10
33 ÷ 3 11
36 ÷ 3 12

UNIT TWO
Multiplying 4
Page | 34 (i) When 3 candle-stands having four candles each.
Then, four 3 times or 3 fours
3 × 4 = 12
(ii) When there are 7 packets of cookies having four cookies in each.
Then, four 7 times or 7 fours
7 × 4 = 28
Therefore, there are 28 cookies.
(i) Start at 0. Hop 4, five times. Stop at 20.
5 fours are 20 5 × 4 = 20
(ii) Start at 0. Hop 4, eight times.
8 fours are 32 8 × 4 = 32
11 fours are 44 11 × 4 = 44

UNIT TWO
Multiples of 4
X4 Product
0x4 0
1x4 4
Page | 35 2x4 8
3x4 12
4x4 16
5x4 20
6x4 24
7x4 28
8x4 32
9x4 36
10 x 4 40
11 x 4 44
12 x 4 48
Forward counting by 4’s: 0, 4, 8, 12, 16, 20, 24, 28, 32, 36, 40, 44, 48, 52, 56, 60, 64, 68, 72, 76, 80, 84,
88, 92, 96, 100, ……
Backward counting by 4’s: ……, 100, 96, 92, 88, 84, 80, 76, 72, 68, 64, 60, 56, 52, 48, 44, 40, 36, 32, 28,
24, 20, 16, 12, 8, 4, 0.
Dividing by 4
÷4 Quotient
0÷4 0
4÷4 1
8÷4 2
12 ÷ 4 3
16 ÷ 4 4
20 ÷ 4 5
24 ÷ 4 6
28 ÷ 4 7
32 ÷ 4 8
36 ÷ 4 9
40 ÷ 4 10
44 ÷ 4 11
48 ÷ 4 12

UNIT TWO
Multiplying by 5
Page | 36 (i) When 6 bowls of five fruits each.
By repeated addition we can show 5 + 5 + 5 + 5 + 5 + 5 = 30
Then, five 6 times or 6 fives
6 × 5 = 30
Therefore, there are 30 fruits.
(ii) When 9 baskets each having 5 shirts.
Then, five 9 times or 9 fives
9 × 5 = 45
Therefore, there are 45 shirts.
(i) Start at 0. Hop 5, four times. Stop at 20.
4 fives are 20 4 × 5 = 20
(ii) Start at 0. Hop 5, seven times.
7 fives are 35 7 × 5 = 35
(iii) Start at 0. Hop 5, twelve times.
12 fives are 60 12 × 5 = 60

UNIT TWO
Multiples of 5
X5 Product
0x5 0
1x5 5
Page | 37 2x5 10
3x5 15
4x5 20
5x5 25
6x5 30
7x5 35
8x5 40
9x5 45
10 x 5 50
11 x 5 55
12 x 5 60
Forward counting by 5’s: 0, 5, 10, 15, 20, 25, 30, 35, 40, 45, 50, 55, 60, 65, 70, 75, 80, 85, 90, 95, 100,
105, 110, 115, 120, ……
Backward counting by 5’s: ……, 120, 115, 110, 105, 100, 95, 90, 85, 80, 75, 70, 65, 60, 55, 50, 45, 40, 35,
30, 25, 20, 15, 10, 5, 0.
Dividing by 5
÷5 Quotient
0÷5 0
5÷5 1
10 ÷ 5 2
15 ÷ 5 3
20 ÷ 5 4
25 ÷ 5 5
30 ÷ 5 6
35 ÷ 5 7
40 ÷ 5 8
45 ÷ 5 9
50 ÷ 5 10
55 ÷ 5 11
60 ÷ 5 12

UNIT TWO
Multiplying and dividing by 6
Multiplying 6
Page | 38 (i) When 6 bunches each having six bananas.
By repeated addition we can show 6 + 6 + 6 + 6 + 6 + 6 = 36
Then, six 6 times or 6 sixes
6 × 6 = 36
Therefore, there are 36 bananas.
(ii) When 3 trees each having 6 mangoes.
Then, six 3 times or 3 sixes
3 × 6 = 18
Therefore, there are 18 mangoes.
(i) Start at 0. Hop 6, four times. Stop at 24.
4 sixes are 24 4 × 6 = 24
7 sixes are 42 7 × 6 = 42
(iii) Start at 0. Hop 6, nine times.
9 sixes are 54 9 × 6 = 54

UNIT TWO
Multiples of 6
X6 Product
0x6 0
1x6 6
Page | 39 2x6 12
3x6 18
4x6 24
5x6 30
6x6 36
7x6 42
8x6 48
9x6 54
10 x 6 60
11 x 6 66
12 x 6 72
Forward counting by 6’s: 0, 6, 12, 18, 24, 30, 36, 42, 48, 54, 60, 66, 72, 78, 84, 90, 96, 102, 108, 114, 120,
126, 132, 138, 144, 150, ……
Backward counting by 6’s: ……, 150, 144, 138, 132, 126, 120, 114, 108, 102, 96, 90, 84, 78, 72, 66, 60,
54, 48, 42, 36, 30, 24, 18, 12, 6, 0.
Dividing by 6
÷6 Quotient
0÷6 0
6÷6 1
12 ÷ 6 2
18 ÷ 6 3
24 ÷ 6 4
30 ÷ 6 5
36 ÷ 6 6
42 ÷ 6 7
48 ÷ 6 8
54 ÷ 6 9
60 ÷ 6 10
66 ÷ 6 11
72 ÷ 6 12

UNIT TWO
Multiplying by 7
Page | 40 (i) When 4 rows of seven soldiers each.
Then, seven 4 times or 4 sevens
4 × 7 = 28
Therefore, there are 28 soldiers.
(ii) When 9 flower-vase having 7 flowers each.
Then, seven 9 times or 9 sevens
9 × 7 = 63
Therefore, there are 63 flowers.
3 sevens are 21 3 × 7 = 21
7 sevens are 49 7 × 7 = 49
12 sevens are 84 12 × 7 = 84

UNIT TWO
Multiples of 6
X7 Product
0x7 0
1x7 7
Page | 41 2x7 14
3x7 21
4x7 28
5x7 35
6x7 42
7x7 49
8x7 56
9x7 63
10 x 7 70
11 x 7 77
12 x 7 84
Forward counting by 7’s: 0, 7, 14, 21, 28, 35, 42, 49, 56, 63, 70, 77, 84, 91, 98, 105, 112, 119, 126, 133,
140, 147, 154, 161, 168, 175, ……
Backward counting by 7’s: ……, 175, 168, 161, 154, 147, 140, 133, 126, 119, 112, 105, 98, 91, 84, 77, 70,
63, 56, 49, 42, 35, 28, 21, 14, 7, 0
Dividing by 7
÷7 Quotient
0÷7 0
7÷7 1
14 ÷ 7 2
21 ÷ 7 3
28 ÷ 7 4
35 ÷ 7 5
42 ÷ 7 6
49 ÷ 7 7
56 ÷ 7 8
63 ÷ 7 9
70 ÷ 7 10
77 ÷ 7 11
84 ÷ 7 12

UNIT TWO
Multiplying by 8
Page | 42 (i) When 5 packs each having 8 crayons.
Then, eight 5 times or 5 eights
5 × 8 = 40
Therefore, there are 40 crayons.
(ii) When 7 candle-stands having 8 candles each.
Then, eight 7 times or 7 eights
7 × 8 = 56
3 eights are 24 3 × 8 = 24
(ii) Start at 0. Hop 8, six times.
6 eights are 49 6 × 8 = 48
(iii) Start at 0. Hop 8, ten times.
10 eights are 80 10 × 8 = 80

UNIT TWO
Multiples of 8
X8 Product
0x8 0
1x8 8
Page | 43 2x8 16
3x8 24
4x8 32
5x8 40
6x8 48
7x8 56
8x8 64
9x8 72
10 x 8 80
11 x 8 88
12 x 8 96
Forward counting by 8’s: 0, 8, 16, 24, 32, 40, 48, 56, 64, 72, 80, 88, 96, 104, 112, 120, 128, 136, 144,
152, 160, 168, 176, 184, 192, 200, ……
Backward counting by 8’s: ……, 200, 192, 184, 176, 168, 160, 152, 144, 136, 128, 120, 112, 104, 96, 88,
80, 72, 64, 56, 48, 40, 32, 24, 16, 8, 0
Dividing by 8
÷8 Quotient
0÷8 0
8÷8 1
16 ÷ 8 2
24 ÷ 8 3
32 ÷ 8 4
40 ÷ 8 5
48 ÷ 8 6
56 ÷ 8 7
64 ÷ 8 8
72 ÷ 8 9
80 ÷ 8 10
88 ÷ 8 11
96 ÷ 8 12

UNIT TWO
Multiplying by 9
Page | 44 (i) When 7 heaps having nine footballs each.
Then, nine 7 times or 7 nines
7 × 9 = 63
Therefore, there are 63 footballs.
(ii) When 4 groups having nine crabs each.
Then, nine 4 times or 4 nines
4 × 9 = 36
Therefore, there are 36 crabs.
(i) Start at 0. Hop 9, two times. Stop at 18.
2 nines are 18 2 × 9 = 18
(ii) Start at 0. Hop 9, eight times.
8 nines are 72 8 × 9 = 72
12 nines are 108 12 × 9 = 108

UNIT TWO
Multiples of 9
X9 Product
0x9 0
1x9 9
Page | 45 2x9 18
3x9 27
4x9 36
5x9 45
6x9 54
7x9 63
8x9 72
9x9 81
10 x 9 90
11 x 9 99
12 x 9 108
Forward counting by 9’s: 0, 9, 18, 27, 36, 45, 54, 63, 72, 81, 90, 99, 108, 117, 126, 135, 144, 153, 162,
171, 180, 189, 198, 207, 216, 225.
Backward counting by 9’s: ……, 225, 216, 207, 198, 189, 180, 171, 162, 153, 144, 135, 126, 117, 108, 99,
90, 81, 72, 63, 54, 45, 36, 27, 18, 9, 0
Dividing by 9
÷9 Quotient
0÷9 0
9÷9 1
18 ÷ 9 2
27 ÷ 9 3
36 ÷ 9 4
45 ÷ 9 5
54 ÷ 9 6
63 ÷ 9 7
72 ÷ 9 8
81 ÷ 9 9
90 ÷ 9 10
99 ÷ 9 11
108 ÷ 9 12

UNIT TWO
Multiplying by 10
Page | 46 (i) When 7 packs each having 10 sketch-pens.
Then, ten 7 times or 7 tens
7 × 10 = 70
Therefore, there are 70 sketch-pens.
(ii) When 5 bundles of ten pencils each.
Then, ten 5 times or 5 tens
5 × 10 = 50
Therefore, there are 50 pencils.
(i) Start at 0. Hop 10, ten times. Stop at 100.
10 tens are 100 10 × 10 = 100
(ii) Start at 0. Hop 10, nine times.
9 tens are 90 9 × 10 = 90
11 tens are 110 11 × 10 = 110

UNIT TWO
Multiples of 10
X 10 Product
0 x 10 0
1 x 10 10
Page | 47 2 x 10 20
3 x 10 30
4 x 10 40
5 x 10 50
6 x 10 60
7 x 10 70
8 x 10 80
9 x 10 90
10 x 10 100
11 x 10 110
12 x 10 120
Forward counting by 10’s: 0, 10, 20, 30, 40, 50, 60, 70, 80, 90, 100, 110, 120, 130, 140, 150, 160, 170,
180, 190, 200, 210, 220, 230, 240, 250, ……
Backward counting by 10’s: ……, 250, 240, 230, 220, 210, 200, 190, 180, 170, 160, 150, 140, 130, 120,
110, 100, 90, 80, 70, 60, 50, 40, 30, 20, 10, 0
Dividing by 10
÷ 10 Quotient
0 ÷ 10 0
10 ÷ 10 1
20 ÷ 10 2
30 ÷ 10 3
40 ÷ 10 4
50 ÷ 10 5
60 ÷ 10 6
70 ÷ 10 7
80 ÷ 10 8
90 ÷ 10 9
100 ÷ 10 10
110 ÷ 10 11
120 ÷ 10 12

UNIT THREE
UNIT THREE
MEASUREMENT
Length measurement in centimeter and meter
Page | 48 Length
- The amount of something that is measured from one end to the

other along the longest side is called its length.
- Length is measured in centimeters, and meters.
- Smaller length measurements are measured in centimeter whereas meters are used to measure for
longer distance.
- Short form of meter is ‘m’.
- Short form of centimeter is ‘cm’
Example: -
If I want to measure the length of our pencil as shown above just count the lines from the ruler,
therefore there are three marks after 25cn and it means our pencil measures 28 cm.

UNIT THREE
Exercise: - measure the following tools and write the number in the given box.
Page | 49
II) Measure the following in ‘m’
a) Your height = ______________________ m

b) Your table = ______________________ m
c) Your bed = ______________________ m
d) Your black board = ______________________ m
e) The width of your house gate = ______________________ m

UNIT THREE
Addition and subtraction of length measurement
If all the measurements are the same, it is so easy to add or to subtract any length measurement. All
that we have to do is just add or subtract the numbers then write your answer as the given units.
Example: -
Page | 50
1. A room is of 6 m length and 4 m breadth.
(i) Find the sum of its length and breadth.
(ii) Find the difference in length and breadth.
Solution:
(i) Sum = 6 m + 4 m = 10 m
or, 6m
+ 4m
10 m
Therefore, sum = 10 m
(ii) Difference = 6 m – 4 m = 2 m
or, 6m
- 4m
2m
Therefore, difference = 2 m
2. There are two line-segments. One is 8 cm long and other is 5 cm long.
(i) Find the total length of both the line-segments.
(ii) Find the difference between the lengths of the segments.
Solution:
(i) Total length = 8 cm + 5 cm = 13 cm
or, 8 cm
+ 5 cm
13 cm
Therefore, total length of both the line-segments = 13 cm

UNIT THREE
(ii) Difference = 8 cm - 5 cm = 3 cm
or, 8 cm
- 5 cm
Page | 51 3 cm
Therefore, difference between the lengths of the segments = 3 cm
Volumetric Measurement
Volume
- Volume is a measure of how much quantity a

thing can hold.
- Volume is measured in liters and milliliters.
- Short form of liter is ‘l’

UNIT THREE
Page | 52
Addition and subtraction of volume measurement
If all the measurements are the same, it is so easy to add or to subtract any volumetric measurement.
All that we have to do is just add or subtract the numbers then write your answer as the given units.
Example: -
1) Melkamu bought 3l of nut oil, 10l of sesame oil, and 2l of vegetable oil. How many liter of oil did
he bought?
2) Selam fetched 35l of water from tap. If she used only 6l for cocking, how many liters of water is
remaining with her?

UNIT THREE
Solution: -
1)
Page | 53
3l of nut oil 10l of sesame oil 2l of vegetable oil
All you have to do is (3 + 10 + 2)l
= (13 + 2)l
= 15l
2) (35 – 6)l = 29l of tap water remains.
Mass measurement in kilogram
Mass
- Measuring weight means to measure the heaviness of

a thing.
- Mass can be measured in grams, and in kilograms.

UNIT THREE
Page | 54

UNIT THREE
Fill in the given blank space.
Page | 55

UNIT THREE
Addition and subtraction of mass measurement
If all the measurements are the same, it is so easy to add or to subtract any mass measurement. All that
we have to do is just add or subtract the numbers then write your answer as the given units.
Exercises: -
Page | 56

UNIT FOUR
UNIT FOUR
INTRODUCTION TO FRACTION
Fraction as a Part of a Whole
Page | 57 How is fraction as a part of a whole?
We know, a fraction means a part. So, fraction is the part of a whole object.
Thus, a fraction is the part of a collection or collections of objects.
A fraction is a part of a whole number say 1, 2, 3, 4, ……. 150 ……. etc.
Thus, a number which is not a whole number is known as a fractional number.
For example; 1/2, 1/3, 2/3, 3/4, 5/6, …………… are fractional numbers.
Pictures of fraction as a part of a whole:
1. When an object as a whole is divided into two parts, there are two possibilities. The parts may be
equal or unequal.
Each equal part of a whole is called one-half. It is expressed as 1/2 and read as one over two or one
upon two.
(i)

UNIT FOUR
If a colorful sheet of paper is taken and one edge is brought on to the opposite edge and a crease is
made in the middle, then this crease divides the sheet of paper into two equal parts. Each part will be
one half of the whole sheet.
Page | 58
(ii)
The circle is also be divided into two half circles. Each of the two equal parts is called half of the whole.
Similarly, each of the two equal parts of a square is known as the half fraction as a part of a whole.
2. Again if we take a sheet which was earlier divided into two equal parts by folding, it can again be
divided by a second fold in the middle.
Thus, the sheet is divided into four equal parts. Each equal part is called one-fourth or a quarter of the
whole sheet. Thus, any whole can be divided into four equal parts and each part is one-fourth or a
quarter of the whole. It is expressed as 1/4 and read as one over four or one upon four.
If we consider two parts of the four equal parts of a whole it will represent 2/4 or two fourths, i.e. two
one-fourth or half.
If we consider three parts of the four equal parts of a whole, it will represent 3/4 or three-fourths or
three quarters. It is also read as three upon four.

UNIT FOUR
3. If a sheet is divided into three equal parts, then each part is called one-third of the whole sheet.
Thus, one of the three equal parts of a whole is called one-third of it and expressed as 1/3, which
is written as one-third or one upon three.
Page | 59
See the pictures shows three equal parts of a sheet. →
Similarly, if a circle is divided into three equal parts, each part is called one-third of the whole circle. One
third is represented by 1/3 or, one upon three or, one three.
See the pictures shows three equal parts of a circle. →
4. How can we fairly share one apple between two children? How much will each child get? Let us cut
the apple in three different ways.
Now, let us compare the shaded parts which the un shaded parts in each picture. In picture (i) the
shaded part is smaller than the unshaded part. In picture (ii) the shaded part is larger than the unshaded
part. In picture (iii) shaded and unshaded parts are equal. We say that apple is divided into equal halves.
One part is called one-half.

UNIT FOUR
There are two halves in a whole. Each half is written as 1212. It is read as one by two.
5. 1/2, 1/3, 2/4, 2/3, 3/4, ……… , etc., are called fractions or fractional numbers.
1/5, 2/5, 3/5, 4/5, 5/5, 1/6, 2/6, 3/6, 4/6, 5/6, ………… etc., are also fractions. Any part or part of a whole
one is known as a fraction. A fraction is expressed by two numbers having a small horizontal line
Page | 60
between them.
The number above the small line is called the numerator or top number and the number below the
small line is called denominator or bottom number.
As, in 4/5, where 4 is the numerator and 5 is the denominator
We say one whole is divide into 5 equal parts from which if 4 parts are taken, it may be expressed as 4/5
which is a fractional number or fraction.
The above explanation will help us to understand how the fraction as a part of a whole number.
Exercises: -

UNIT FOUR
Page | 61
Exercise: -
Fill in the given blank space.

UNIT FOUR
Page | 62

UNIT FIVE
UNIT FIVE
WHOLE NUMBERS UP TO 1,000
Multiples of 100
Page | 63
Multiples of 100 are numbers that can be divided by 100 without a remainder.
To create a list of multiples of 100, we first multiply 100 by 1 to get the first multiple of 100 which is 100,
then we multiply 100 by 2 to get the second multiple of 100 which is 200, then we multiply 100 by 3 to
get the third multiple of 100 which is 300, and so on.
You get the idea. We can do this all day long and there is no end to the number of multiples of 100 we
can make. Obviously, it is impossible to list all multiples of 100, since there are an infinite number of
multiples of 100.
However, we have listed the first ten multiples of 100 below. We have also listed the first one hundred
multiples with the math at the bottom of this page.
100 300 500 700 900
200 400 600 800 1000
X 100 Product In words

1 x 100 100 One hundred
2 x 100 200 two hundred
3 x 100 300 three hundred
4 x 100 400 four hundred
5 x 100 500 five hundred
6 x 100 600 six hundred
7 x 100 700 seven hundred
8 x 100 800 eight hundred
9 x 100 900 nine hundred
10 x 100 1000 thousand

UNIT FIVE
Exercise: -
Fill the missing number.
1) 500, __________, 700, __________________, 900

2) 100, __________, 300, __________________, 500
Page | 64
3) ______________, 300, ___________________, 500, ___________________, 700
Write the following numbers in words.
1) 700
2) 500
3) 900
4) 1000
5) 300
Whole numbers from 101 – 1000
3 Digits Number on Spike Abacus
Showing 3 digits number on spike abacus helps the children to understand the concept of numbers.
Numbers from 100 to 999 are 3 digits number; we can use beads to show these numbers on spike
abacus.
Examples showing 3 digits number on spike abacus:
(i)
In ones or unit place there is no beads that represents 0; in tens place also there is no bead
that represents 0 and in hundreds place there is only 1 bead that represents 1.
(ii)

UNIT FIVE
In ones or unit place there is only one bead that represents 1; in tens place there are three beads
that represents 3 and in hundreds place there are two beads that represents 2.
Page | 65
(iii)
In ones or unit place there are four beads that represents 4; in tens place there are four beads
that represents 4 and in hundreds place there are three beads that represents 3.
Formation of Numbers
In formation of numbers we will learn the numbers having different numbers of digits.
We know that:
(i) Greatest number of one digit = 9,
Smallest number of 2 digits = 10.
(If one is added to 9, we get 9 + 1 = 10).
(ii) Greatest number of 2 digits = 99,
(iii) Greatest number of 3 digits = 999,

UNIT FIVE
1-digit numbers:
1, 2, 3, 4, 5, 6, 7, 8, 9.
2-digit numbers:
10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21, 22, 23, 24, …………., 29,
Page | 66 30, 31, ……., 39, 40, 41,……….., 49, 50, 51,………, 60, 61,………., 69, 70, 71, 72, ……….., 79, 80, 81,
………., 89, 90, 91, ………………......, 99
3-digit numbers:
100, 101, …….., 199, 200, 201, ……, 299, 300, ……., 399, 400, ………, 499,
500, ….., 599, 600, ……, 699, 700, …., 799, 800, 801, ……, 890, ……., 899,
900, 901, ………, 990, 991, ……………, 999.
Place Value
The place value of a digit in a number is the value it holds to be at the place in the number. We know
about the place value and face value of a digit and we will learn about it in details.
We know that each digit in a number has a place. The place that a digit occupies in a number tells us
about its place value.
Let us take a 3-digit number 915
915 = 9 hundreds 1 ten and 5 ones.
We note that the digit 9 in the number
915 is at hundreds place.
So, the place value of digit 9 is 9 hundred or 900.
The place value of digit 1 is 1 ten or 10.
The place value of digit 5 is 5 ones or 5.
Example: -
In the number 475, the digit 5 is at one’s place, digit 7 is at ten’s place and digit 4 is at hundred’s place.

UNIT FIVE
So, place value of 5 = 5, place value of 7 = 7 × 10 = 70, and place value of 4 is 4 × 100 = 400.
Thus, for the place value of a digit, the digit is multiplied by the place value of 1 it has to be that place.
Page | 67 Example:
In 768;
the place value of 8 = 8 × 1 = 8
the place value of 6 = 6 × 10 = 60 and
the place value of 7 is 7 × 100 = 700.
Exercise: -
1. Write the place-value of 5 in the given numbers:
530, 215, 35, 751
852, 5, 536, 501
795, 56, 15, 385
2. Write the place value of underlined digits in the given blank.
(i) 103 = ____________________________________
(ii) 746 = ____________________________________
(iii) 924 = ____________________________________
(iv) 218 = ____________________________________
Names of the Numbers
The name is taken according to place values of the digits, starting from highest place value to lowest
place value.
(i) 56 = 50 + 6 = fifty six.
(ii) 93 is named as ninety three (place value of 9 = 90, of 3 is 3). We can expand the number and then it
is named as.
93 = 90 + 3 = ninety-three.
(iii) 375

UNIT FIVE
= 300 + 70 + 5.
So, the name is three hundred seventy-five.
Page | 68 (iv) 729

= 700 + 20 + 9.
So, the name is seven hundred twenty-nine.

(v) 584 = 500 + 80 + 4.
Five hundred eighty four.

(vi) 367 = 300 + 60 + 7.
Three hundred sixty seven.
(vii) 578 = 500 + 70 + 8
five hundred seventy eight.
Expanded form of a Number
The number written as sum of the place-values of its digits is called the expanded form of a number.
In expanded form of a number, the number is shown according to the place values of its digits.
This is shown here:
In 385, the place values of the digits are given below:
Hence, 385 = 300 + 80 + 5
Thus, 2000 + 300 + 80 + 5 is the expanded form of 2385.

UNIT FIVE
Exercise: -
Write the following number in a expanded form.
1) 45 = ________________________________________________
2) 845 = ________________________________________________
Page | 69
3) 616 = ________________________________________________
4) 51 = ________________________________________________
5) 599 = ________________________________________________
Write the given numbers in expanded form:
(i) 617 = _____ + _____ + _____
(ii) 319 = _____ + _____ + _____
(iii) 286 = _____ + _____ + _____
(iv) 939 = _____ + _____ + _____
(v) 677 = _____ + _____ + _____
(vi) 918 = _____ + _____ + _____
(vii) 328 = _____ + _____ + _____
(viii) 520 = _____ + _____ + _____
(ix) 647 = _____ + _____ + _____
(x) 474 = _____ + _____ + _____
Rearrange and write the number:
(i) 5 ones 6 tens 1 hundred _____ _____ _____
(ii) 7 hundreds 9 ones 1 ten _____ _____ _____
(iii) 3 tens 5 hundreds 6 ones _____ _____ _____
(iv) 8 ones 9 tens 2 hundreds _____ _____ _____
(v) 4 hundreds 6 ones 7 tens _____ _____ _____
(vi) 2 tens 3 hundreds 6 ones _____ _____ _____

UNIT FIVE
Order of whole numbers up to 1,000
Successor and Predecessor
Successor
Page | 70 The number which comes immediately after a particular number is called its successor.
Number + 1 = Successor
Example: - find the successor of 353
Solution
353 + 1 = 354, therefore, 354 is the Successor of 353
Predecessor
The number which comes just before a particular number is called its predecessor.
The predecessor of a whole number is one less than the given number.
Number - 1 = Predecessor
Example: - find the predecessor of 353
Solution
353 - 1 = 352, therefore, 352 is the predecessor of 353
Exercise: -
Find the successor and predecessor of each of the following whole numbers:
(i) 100
(ii) 99
(iii) 199
(iv) 101
(v) 999
Comparison of Numbers
How to learn and understand comparison of numbers?
Rules for Comparison of Numbers:
Rule I: We know that a number with more digits is always greater than the number with less number of
digits.

UNIT FIVE
Rule II: When the two numbers have the same number of digits, we start comparing the digits from left
most place until we come across unequal digits.
To learn and understand comparison of numbers the rules are generalized here:
Rule (1): The number/numeral having more digits is greater.

Page | 71
We know that a number with more digits is always greater than the number with less number of digits.
(i) The number of 2 digits is greater than the number of one digit.
(ii) The number of 3 digits is greater than the number having 2 or 1 digit.
(iii) The number of 4 digits is greater than 3 or 2 or 1 digit number.
(iv) 5-digit number > 4-digit number > 3-digit number ………… etc.
(v) 6-digit number > 5-digit number > 4-digit number ………… etc.
As:
10 > 9;
100 > 99 > 9;
239 > 98;
1250 > 998;
23051 > 8735;
351246 > 92835 > 5298 > 376 > 93.
Example:
Which is greater?
(i) 589 or 56
(ii) 40,201 or 4,999
(iii) 1,29,081 or 90,281

UNIT FIVE
Solution:
(i) 589 or 56
The number 589 has 3-digits and 56 has 2-digits.
Page | 72 So, 589 > 56
(ii) 201 or 9
201 has 3 digits and 9 has 1 digits.
So, 201 > 9
Rule (2): (a) If two numbers have the same number of digits, we compare them on the basis of their
extreme left digits. The number with the greater extreme left digit is greater.
As:
(i) 514 > 298, because 5 > 2
(ii) 638 > 578, because 6 > 5
(iii) 316 > 198, because 3 > 1
(iv) 46 > 38, because 4 > 3
(b) If the extreme left digits of two numbers are the same, we compare them on the basis of the next
digits towards their right and so on.
As:
(i) 643 > 638, because 6 = 6, but 4 > 3
(ii) 247 > 221, because 2 = 2, but 4 > 2
In other words;
When the two numbers have the same number of digits, we start comparing the digits from the left
most place until we come across unequal digits.

UNIT FIVE
Exercises: -
Page | 73

UNIT FIVE
Page | 74

UNIT SIX
UNIT SIX
POINTS, LINES AND SHAPES
Point: A point is the fundamental element of geometry. If we put the tip of a pencil on a paper and press
Page | 75 it lightly, we see a very small mark on the paper. This mark is known as a point.
The smallest mark denotes the existence of a point. We say that a point does not have any length,
breadth or thickness, but it has a definite position.
It can be named by a capital letter of the English alphabet like A, B, C, ……. etc.
In short, we can make a small dot on a paper by using a sharp pencil or a tip of the needle. It is called a
point. It represents a position and is marked by a capital letter A, B, C etc. A point has no size or shape.
So, on a line an infinite number of points exist.
Line: If two points are made at a distance on a surface and are joined by a pencil then a part of a line is
formed. The part of the line will be straight if the surface is plane and curved if the surface is curved.
Thus, if we join any two points with a ruler and extend it on both sides, a line is formed.
A line is indicated by drawing arrow-heads on both sides of the part of a line.
The arrow-heads at the ends indicate that the line goes on in both directions. A line has no end, so it has
not a definite length.
The name of a line is indicated by two capital letters of the English alphabet.
The symbol ↔ is placed over the letters as AB, CD.
These explanations on points, lines and shapes will help the kids to understand the different
fundamental element of geometry and how they are indicated.

UNIT SIX
In short, a line is a straight path of points. A line has no beginning or end. A line is named by a single
small letter l, m, n, etc. A line is also represented as AB. A line can be straight or curved.
Line-Segment, Ray and Line
Page | 76
Only one line can be drawn passing through any two points but a number of lines can be drawn through
a point.
Ray: We know about sun-rays. A sun-ray starts from the sun and goes on a direction up to endless
space. Similarly, a geometrical ray is considered a special kind of line which starts from a fixed point and
goes to any distance to the other direction of the starting point.
The name of a ray is given with two capital letters. One letter is written at the starting point of the ray
and the other letter is written near the arrow end as AB and LM.
A line, line segment and ray all are called one dimensional (1-D) figures as they have only length.

UNIT SIX
Distinction between line-segment, ray and line:
Line-segment Ray Line
1. It has two end points. 1. Ray has one starting point and 1. There are no end points in a
another near the arrowhead. line.
Page | 77
2. It has a starting point but no 2. There are no end points. So,

2. The length of a line-segment
other end point. So, its length length of a line cannot be
is definite. So, it can be
cannot be measured. measured.
measured.
3. The symbol of a ray is →
3. The symbol of a line is ↔

3. The symbol of a line-
segment is _____

UNIT SIX
Two Dimensional Shapes
A 2D (two-dimensional) shape can be defined as a plane figure that can be drawn on a flat surface. It has
only two dimensions – length and width, with no thickness or depth.
Some of the basic 2D shapes are quadrilateral, square, triangle and circle.
Page | 78
Quadrilateral, square, triangle and circle
Quadrilateral
A simple closed curve or a polygon formed by four line-segments or sides is called a quadrilateral.
The four line-segments forming a quadrilateral are called its sides.
For example - squares, rectangles,

rhombuses, trapeziums and
parallelograms are quadrilaterals.
A quadrilateral has four sides and four

angles.
The symbol of a quadrilateral is □.
Each shape shown to the right is a

quadrilateral.
(i) Rectangle:
A rectangle is a quadrilateral with four right angles.
It has two pairs of opposite sides i.e., it has four sides. The opposite sides are equal.
It has four corners i.e., vertices.
Here the name of rectangle is rect. ABCD.
A, B, C, D are corners or vertices of the rectangle.

Side AB = DC, Side BC = AD.
(ii) Square:
A square is a special kind of rectangle, it is one where all the sides have the same
length.
All its sides are equal to each other.

It has four corners or vertices.

UNIT SIX
PQRS is the name of the square whose sides PQ = QR = RS = SP and P, Q, R, S are four corners.
Triangle
A triangle has three sides and three corners.
Page | 79
DEF is a triangle whose sides are DE, EF and DF.
The triangle has three corners or vertices named D, E and F.
Circle
The outline of the plane surface of a cone forms a circle.
It has a center whose distance from any point on the outline is always the same.
This distance is called the radius of the circle.
A circle has no corner and no side.
Three-Dimensional Figures
Solid figures: Solid shapes are 3-dimensional shapes.
It means solid shapes have length, width and height.
Like cuboid, cube, cylinder, cone, sphere, triangular prism, etc. These are called solid figures or solids.
They are also known as three dimensional (3-D) figures.
They occupy space. In real life many objects which are seen in our surroundings have the shape of any
one or many of the solids.

UNIT SIX
Faces, Vertices and Edges of a 3-dimensional Figure:
(i) Faces: Each flat part of a solid is called its face.
(ii) Vertices: Each corner where three faces of a solid meet is called its vertex. The plural of vertex is
Page | 80 vertices.
(iii) Edges: The two faces of a solid meet in a line, called an edge.
Types of solid shapes:
Cube:
Every face of a cube is a square.
It has 6 faces, 12 edges and 8 corners (vertices).
All the sides of a cube are equal.
Cuboid:
Every face of a cube is a rectangle.
It has 6 faces, 12 edges and 8 corners (vertices).
Opposite sides of a cuboid are equal.
Cone:
It has one flat face and one curved face.
It has one edge and one corner (vertex).

UNIT SIX
Cylinder:
It has 2 flat faces, both are circles and 1 curved face.
Page | 81 It has 2 edges and no corner/vertex
Sphere:
It has no flat face and has only a curved face.
It has no edges and corners.
Important Points about Basic Geometrical Shapes:
We have learnt about solid shapes and plane shapes. Let us recall some important points about shapes.
1. Solid objects have different shapes like cube, cuboid, cylinder, cone and sphere.
2. Solid shapes have two types of surfaces; plane surfaces and curved surfaces. Objects like book,
match box, ruler have plane surfaces, whereas objects like football, apple, watermelon have
curved surfaces.
3. Plane shapes are made up of straight or curved lines. Rectangle, circle, square, triangle are plane
shapes.

UNIT SIX
Exercise: -
1. Choose the correct shapes:
(i)
Page | 82
(a) Cone; (b) Cylinder; (c) Sphere; (d) Cube
(ii)
(iii)

UNIT SIX
Summary
- Points and lines are one dimensional figures.
- A line is a straight path of points and has no beginning or end.

Page | 83 - A line segment is a part of a line that connects two points which are considered to be its
endpoints.
- A ray is a portion of a line and it has only one end point.
- Quadrilateral, rectangle, square, triangle are an example of two dimensional figures.
- The surfaces of rectangle, square, triangle and circle are plane surfaces.
- Rectangles and squares are a special type of quadrilateral.
- A square is a special type of a rectangle.
- All squares are rectangles but all rectangles are not squares.
- All rectangles are quadrilateral but all quadrilaterals are not rectangle.
- A triangle has three sides and three corners.
- A circle is a round shaped figure that has no corners or edges.
- Solid shapes are 3-dimensional shapes.
- Solid objects have different shapes like cube, cuboid, cylinder, cone and sphere.
- Faces: Each flat part of a solid is called its face.
- Vertices: Each corner where three faces of a solid meet is called its vertex. The plural of vertex is
vertices.
- Edges: The two faces of a solid meet in a line, called an edge.

UNIT SIX
EXERCISES: -
1. Identify and name the given shapes in the space provided:
Page | 84
2. How many corners can you see in the given figures?
3. Color the geometric figures according to the mentioned color:
(i) The small circles in black color.
(ii) All the triangles in green color.
(iii) All the rectangles in green color.
(iv) The squares in blue color.

UNIT SIX
4. Construct a rectangle, a triangle and a square with the help of scale and pencil
Page | 85 5. How many corners and sides are there in a quadrilateral?
6. Name the figures which have 4 sides and ……..
(i) opposite side equal,
(ii) all the sides equal.
9. Fill in the blanks:
1. A square has all its sides _____________.

2. A rectangle has opposite sides _____________.
3. A triangle has _____________ sides.
4. A rectangle has _________ sides and _________ vertices.
5. A square is also a _________.
6. All the sides of a _________ are equal.
7. A circle has no _________.
8. The surface of a slate is the shape of a _________.
9. The _________of the circle is situated in its middle.
10. _________ sides of a _________ are equal.
11. The adjacent sides of a _________ are not generally equal.
12. A cube has _____________ plane surfaces. These surfaces are _____________.
13. A cuboid has six _____________ surfaces.
14. A _____________ has _____________ surfaces, two plane and one curved.
15. A cone has _____________ surfaces, one curved and the other, a plane surface.
16. A prism has _____________ surfaces, three rectangular planes and two triangular.
17. A sphere has a _____________ surfaces.
18. A globe is an example of _____________.
19. A roller is an example of _____________.

UNIT SIX
10. See and count the number of triangles in each of the following figures:
Page | 86
3. Trace and color the rocket. Answer the following questions.
4. Join the points and draw the figures. Now name the shapes:

UNIT SEVEN
UNIT SEVEN
MONEY
Ethiopian birr notes and cents
Page | 87 - Money is used for buying and selling different things.
The following pictures are the Ethiopian cents
One cent Five cents
Ten cents Twenty-five cents
Fifty cents One birr cents

UNIT SEVEN
Relationship between Ethiopian cents.
Page | 88
One ‘5’ cent can be change in to 5 one cents.
One ‘10’ cent can be changed in to two ‘5’ cents.
One ‘25’ cent can be changed in to two ‘10’ cents and one ‘5’ cent.
One ‘50’ cent can be changed in to two ‘25’ cents.
One ‘50’ cent can be changed in to five ‘10’ cents

UNIT SEVEN
One ‘1 birr’ cent can be changed in to two ‘50’ cents.
Exercise: -complete the following table.
Given cent Number of 1 Number of 5 Number of 10 Number of 25 Number of

cent cent cent cent 50 cent
Page | 89 1 birr cent
50 cent
25 cent
10 cent
5 cent
The following pictures are the Ethiopian birr notes
One birr note Five-birr note
Ten birr note Fifty-birr note

UNIT SEVEN
Hundred birr note Two-hundred-birr note
Page | 90
Relationship between Ethiopian birr notes.
One ‘5’ birr note can be changed in to five ‘1’ birr notes.
One ‘10’ birr note can be changed in to two ‘5’ birr notes.
One ‘50’ birr note can be changed in to five ‘10’ birr notes.

UNIT SEVEN
Exercise: -complete the following table.
Given birr Number of 1 Number of 5 Number of 10 Number of 50 Number of

birr birr birr birr 100 birr
2000 birr
Page | 91 1000 birr
500 birr
100 birr
50 birr
10 birr
Relation between birr and cents
Ethiopian birr notes can also be change to Ethiopian cents.
Example: -
One ‘1’ birr note can be changed to one ‘1 birr’ cent.
One ‘5’ birr note can be changed to five ‘1 birr’ cent.
One ‘1’ birr note can be changed to four ‘25’ cent.
One ‘1’ birr note can be changed to two ‘50’ cent.
One ‘5’ birr note can be changed to ten ‘50’ cent.

UNIT SEVEN
Exercises: - complete the following table
Given birr Number of 1 Number of 5 Number of Number of Number of Number

cent cent 10 cent 25 cent 50 cent of 1 birr
cent
Page | 92 2000 birr
1000 birr
500 birr
100 birr
50 birr
10 birr
Give the correct answer for the following questions
1) In to how many
a. 1000 birr notes are one ‘100’ birr note changed?
b. 5000-birr note is one ‘200’ birr note changed?
2) In to how many
a. 500 cents are one ‘10’ birr note changed?
b. 1000 cents are one ‘10’ birr note changed?
Marketing
Marketing refers to activities a company undertakes to promote the buying or selling of a product or
service. Marketing includes advertising, selling, and delivering products to consumers or other
businesses.
Let’s practice this with word problem
Example: -
The cost of a shirt is 225 birr. What will be the cost of 3 such shirts?
The following figure shows the cost of one T-shirt

UNIT SEVEN
But for three T-shirt would be
Page | 93
three ‘200’ birr + six ‘10’birr + three ‘five’ birr notes
add all the above birr as follows,
200 + 200 + 200 = 600 birr
10 + 10 + 10 + 10 + 10 + 10 = 60 birr
5 + 5 + 5 = 15 birr
Therefore, 600 birr + 60 birr + 15 birr = 675 birr.
The cost of three T-shirt would be 675 birr.
Exercise: -
Write the total cost in the given space if 1kg of orange cost 10birr, 1kg of sugar 20birr and 1kg of banana
cost 30birr.
1) 10 kg of orange and 3kg of banana = ________________birr

2) 7 kg of orange, 2kg of sugar and 1kg of banana = ________________birr

UNIT EIGHT
UNIT EIGHT
TIME
When the minute hand points straight up to the number 12, it is an 'o'clock' time. This is when a new
Page | 94 hour starts. When the minute hand points down to the number 6, it is a 'half past' time. This is halfway
to the next hour.
In one hour, the minute hand travels all the way around the circle and back to the beginning.
In half an hour, the minute hand travels halfway around the circle.
In quarter of an hour, the minute hand travels a quarter of the way around the circle.

UNIT EIGHT
At a 'quarter past' the hand points to 3 and when it points to 9 it is a 'quarter to'.
Page | 95
Look at this clock face. When the big hand points to 12, 3, 6 or 9 we can say 'o'clock', a 'quarter past',
'half past' and a 'quarter to'.
Can you tell these times? Which clocks have a 'quarter past' time and which clocks have a 'quarter to'
time?

UNIT EIGHT
Solution
Page | 96

UNIT EIGHT
Exercises: - Write down the time as shown below

Look and match
Page | 97
Hour and minute
Note: -
1hour = 60 minutes
2 hours = 120 minutes
3 hours = 180 minutes

UNIT EIGHT
Exercise
Complete the following as shown below
1) 80 min can be written as

80 minutes = 60 minute + 20 minute
Page | 98
1 hour and 20 minutes
1) 170 minutes = ______________________ minute + ______________________
2) 180 minutes = ______________________ minute + ______________________
3) 90 minutes = ______________________ minute + ______________________
4) 150 minutes = ______________________ minute + ______________________

UNIT NINE
UNIT NINE
DATA HANDLING AND SIMPLE PATTERN
A collection of facts, such as numbers, words, measurements, observations or even just descriptions of
Page | 99 things.
Here we have a table of data from a survey of "What sport do you play?"
Pictograph
Pictograph: Any information represented through pictures is called pictograph.
Collection and Recording of Data: There are different ways of collecting and recording of information
(data). We shall take up two examples of collection of data.
Melaku went to a toy shop. She counted different kinds of toys sold in a day and noted them as follows:
Motor Bike Dolls Duck Cars
6 4 3 4
The information representation represented in the form of a table given above is called Recording or
tabulating of data.
The recorded data can be represented

through pictures as under:
Toys sold in a day
Let us take another example.
A child visited a garden. The garden has

only fruit plants (trees). He found that
there are 6 manngo trees, 5 banana trees,
4 rose trees, 6 coconut trees 8 grapes
trees. The child collected this information with him and come back home. The child recorded this
information in the form of a table as shown below:
Mango trees Banana trees Rose trees Coconut trees Grapes trees
6 5 4 6 8

UNIT NINE
The recorded data can be represented through pictures as shown below:
Page | 100
This form of representation of information facilities answering of different types of equations related to
the data for example:
(i) Name the tree which is greatest in number in the garden.
In the garden, grapes trees are greatest in number, i.e., 8
(ii) Which tree is least in number in the garden?
Rose trees are least in number, i.e., 4
(iii) How many trees are there in the garden?
There are 6 + 5 + 4 + 6 + 8 = 29 trees in the garden.

UNIT NINE
A simple pattern of numbers and shapes
Math Patterns
To find a missing counting number in a sequence or pattern:First we need to determine if the order of
the counting numbers is in ascending order (from smaller number it’s getting larger in value) or
Page | 101
descending order (from larger number it’s becoming smaller in value).
Then we need to find the difference between the numbers that are next to each other.
Now we need to use the difference between the numbers to find the missing number.
For Example:
Find the missing number: 19, 17, ?, 13.
Solution:
Let’s observe step – by – step:
(i) The order of numbers is going downwards or decreasing or descending (from larger number it’s
becoming smaller in value).
(ii) The difference between each numbers is 19 - 17 = 2
(iii) Since the order is in descending order subtract 2 from 17. Then the missing number is 15.
The world around us is made of various patterns. We already know about repeating growing and
reducing patterns.
A repeating pattern is a sequence of repeating objects, shapes or numbers. Repeating patterns have the
same unit repeating. Following are some examples of repeating patterns.

UNIT NINE
Growing or reducing pattern increases or decreases by a constant difference. Following are some
examples of growing patterns.
Page | 102
The repeating unit is □.
Exercise
1. Complete the series by drawing the next 3 figures of the pattern.

UNIT NINE
2. Choose the right answer to complete the series.
I. 25, 35, 45, ____, 65, 75.
(i) 15 (ii) 40 (iii) 55 (iv) 85
Page | 103
II. 8, 28, 48, _____ , 88.
(i) 38 (ii) 68 (iii) 78 (iv) 98
III. 3, 6, 9, 12, ____ , 18, 21.
(i) 10 (ii) 15 (iii) 17 (iv) 24
IV. 1, 2, 4, 8, _____ , 32, 64.
(i) 30 (ii) 35 (iii) 45 (iv) 16
V. 10, 100, _____ , 10000, 100000
(i) 1000 (ii) 2000 (iii) 1000000 (iv) 10000000
3. Complete the given series.
(i) 6, 11, 16, 21, 26, _____, _____, _____, _____.
(ii) 20, 40, 60, 80, _____, _____, _____, _____.
(iii) 45, 42, 39, 36, 33, _____, _____, _____, _____.
(iv) 12, 17, 22, 27, 32, _____, _____, _____, _____.
(v) 5, 10, 20, 40, 80, _____, _____, _____, _____.
(vi) A, B, C, A, A, B, B, _____, _____, _____, _____.
(vii) A, Z, B, Y, C, _____, _____, _____, _____.
(viii) 9, 18, 27, 36, 45, _____, _____, _____, _____.

UNIT NINE
Patterns in Numbers
We see so many patterns around us in our daily life. We know that a pattern is an arrangement of
objects, colors, or numbers placed in a certain order. Some patterns neither grow nor reduce but only
repeat. Such patterns are known as repeating patterns. A pattern has a group of units that follow a rule
Page | 104 while repeating or changing. Let us have a quick review of what we have learnt earlier about patterns.
I. Complete the series by drawing the next figure:
Answer:

UNIT NINE
A pattern can also be created with numbers. The set of numbers which follow a common rule form a
pattern. For example, the sequence 2, 4, 6, 8, …… can be extended by using the rule of even numbers.
Patterns with numbers can also be created using mathematical operations like addition, subtraction,
multiplication and division.
Page | 105 For example:
1. Write the next 3 terms of the pattern 11, 15, 19, 23, ……..
The first term is 11. The common difference is 4. The next 3 terms are 27, 31, 35.
Here are some patterns. Follow them and extend them:
(i)
1 × 9 + 2 = 11
12 × 9 + 3 = 111
123 × 9 + 4 = 1111
1234 × 9 + 5 = 11111
12345 × 9 + 6 = _______
123456 × 9 + 7 = _______
(ii)
1×8+1=9
12 × 8 + 2 = 98
123 × 8 + 3 = 987
1234 × 8 + 4 = 9876
12345 × 8 + 5 = _______
123456 × 8 + 6 = _______

UNIT NINE
(iii)
111 ÷ 3 = 37
222 ÷ 6 = 37
Page | 106
333 ÷ 9 = 37
444 ÷ 12 = 37
555 ÷ 15 = _______
666 ÷ 18 = _______
(iv)
9 + 1 = 10
90 + 10 = 100
900 + 100 = 1000
9000 + 1000 = _______
90000 + 10000 = _______
900000 + 100000 = _______
Follow the pattern of th following products and extend them further:
(i)
5 × 5 = 25
55 × 5 = 275
555 × 5 = 2775
5555 × 5 = 27775
_____________
_____________
_____________
55555555 × 5 = 277777775

UNIT NINE
_____________
_____________
Page | 107 _____________
(ii)
404 × 404 = 163216
505 × 505 = 255025
606 × 606 = 367236
707 × 707 = 499849
808 × 808 = 652864
_____________
_____________
_____________
_____________
_____________
_____________
In patterns in numbers here are some unsolved questions for the students to understand and complete
the questions on patterns.
I. Complete the given series:
(i) 1, 3, 5, 7, …….., …….., …….., ……..
(ii) 5, 10, 15, 20, …….., …….., …….., ……..
(iii) 10, 20, 30, 40, …….., …….., …….., ……..
(iv) 3, 5, 8, 12, 17, …….., …….., …….., ……..
(v) 10, 20, 35, 55, 80, …….., …….., …….., ……..

UNIT NINE
(vi) 2, 2, 3, 3, 3, 4, 4, 4, 4, …….., …….., …….., ……..
(vii) 1, 3, 6, 8, 11, 13, 16, …….., …….., …….., ……..
(viii) 35, 45, …….., 65, 75, …….., 95

Page | 108
(ix) 100, 90, 80, …….., 60, 50 ……..
(x) 1, 3, 5, 7, 9, …….., …….., …….., ……..
Geometrical Design and Models
Simple geometrical design and models in geometry, here we will follow the pattern of the basic
geometrical shapes and complete the incomplete design and models.
Rectangle, square, triangle and circle are the basic shapes in the geometrical system. So, many
geometrical designs are made with the help of these basic shapes.
The following examples on geometrical design:
1. Follow the pattern and complete the incomplete design:
(i)
Solution:
In this pattern we see two geometrical shapes a circle and then a triangle.
Now we will complete the incomplete design by following the patterns of the shapes.
(ii)

UNIT NINE
Solution:
In this pattern we see two geometrical shapes a square and then a rectangle. Now we will complete the
incomplete design by following the patterns of the shapes.
Page | 109
(iii)
Solution:
In this pattern we see one geometrical shape i.e., a triangle. Now we will complete the incomplete
design by following the patterns of the shape.
The following examples on geometrical models:
(i) Different shapes are used such as circle, triangle, rectangle and square to draw this model.
(ii) To draw this model different shapes are used such as circle, triangle and rectangle.

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UNIT ONE

Addition and subtraction of whole numbers up to 100 1

MATHEMATICS REFERENCE BOOK FOR GRADE TWO.

Thus, a whole number on a number line is of the form as shown below:

MATHEMATICS REFERENCE BOOK FOR GRADE TWO.

Even and Odd Whole Numbers from 1 to 9

Even Whole numbers from 1 to 9

An even number is a number that can be divided into two

0, 2, 4, 6, and 8 are even numbers

Because, 8 ÷ 2 = 4 so, 8 is an even number

6 ÷ 2 = 3 so, 6 is an even number

Odd Whole Numbers from 1 to 9

Even and Odd Whole Numbers

MATHEMATICS REFERENCE BOOK FOR GRADE TWO.

Complete the skip counting series by 2s:

(i) 0, 2, 4, ____, ____, ____, ____, ____.

(iii) 18, ____, ____, ____, ____, 28, ____, ____.

(iv) ____, ____, ____, ____, 92, ____, ____, 98.

(v) ____, ____, ____, ____, 20, 22, ____, 26.

(vi) 76, 78, ____, ____, ____, 86, ____, ____.

(vii) 24, ____, ____, ____, ____, 34, 36, ____.

(viii) 28, 30, ____, ____, ____, ____, ____, 42.

(ix) ____, ____, 34, 36, ____, ____, ____, 44.

(x) ____, ____, ____, ____, 44, 46, ____, 50.

II. Complete the skip counting series by 4s:

(i) 8, 12, 16, ____, ____, ____, ____, ____.

(ii) 72, 76, ____, ____, ____, ____, 96, ____.

(iii) 32, ____, ____, ____, ____, 52, ____, ____.

(iv) ____, ____, ____, ____, 36, ____, ____, 48.

(v) ____, ____, ____, ____, 88, 92, ____, 100.

(vi) 52, 56, ____, ____, ____, 72, ____, ____.

(vii) 36, ____, ____, ____, ____, 56, 60, ____.

(viii) 24, 28, ____, ____, ____, ____, ____, 52.

(ix) ____, ____, 16, 20, ____, ____, ____, 36.

(x) ____, ____, ____, ____, 68, 72, ____, 80.

Number Odd Even

MATHEMATICS REFERENCE BOOK FOR GRADE TWO.

Properties of Whole Numbers

The properties of whole numbers are as follows:

- The number 0 is the first and the smallest whole numbers.

The Number Zero

- The number zero is not regarded as natural number.

Thus, zero pencils mean absence of pencils or simply

Successor and Predecessor

Predecessor Number Successor

MATHEMATICS REFERENCE BOOK FOR GRADE TWO.

- Place value is the value of each digit in a number.

5 written in one’s place stand for 5

5 written in ten’s place stand for 50 (5 tens)

5 written in hundred’s place stand for 500 (5 hundreds)

6 written in one’s place stand for 6

6 written in ten’s place stand for 60 (6 tens)

6 written in hundred’s place stand for 600 (6 hundreds)

Numeral Hundreds place Tens place Ones place How to read

751 7 5 1 Seven hundred fifty one

350 3 5 0 Three hundred fifty

657 6 5 7 Six hundred fifty seven

138 1 3 8 One hundred thirty eight

MATHEMATICS REFERENCE BOOK FOR GRADE TWO.

MATHEMATICS REFERENCE BOOK FOR GRADE TWO.

Write the place value of 5 in each of the following numbers.

1) 456 2) 85 3) 589 4) 150

__________ __________ __________ __________

(i) 0, 2, 4, , , , , .

(iii) 18, , , , , 28, , .

(iv) , , , , 92, , , 98.

(v) , , , , 20, 22, , 26.

(vi) 76, 78, , , , 86, , .

(vii) 24, , , , , 34, 36, .

(viii) 28, 30, , , , , , 42.

(ix) , , 34, 36, , , , 44.

(x) , , , , 44, 46, , 50.

(i) 8, 12, 16, , , , , .

(ii) 72, 76, , , , , 96, .

(iii) 32, , , , , 52, , .

(iv) , , , , 36, , , 48.

(v) , , , , 88, 92, , 100.

(vi) 52, 56, , , , 72, , .

(vii) 36, , , , , 56, 60, .

(viii) 24, 28, , , , , , 52.

(ix) , , 16, 20, , , , 36.

(x) , , , , 68, 72, , 80.

___ _ _ _ _ ___

___ _ _____

___ _ _____